Cited by 2,626Child and Adolescent Psychosocial and Emotional DevelopmentPsychosocial Factors Impacting YouthPsychology of Development and Education

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families

Eccles, Jacquelynne S., Midgley, Carol, Wigfield, Allan, Buchanan, Christy Miller, Reuman, David, Flanagan, Constance, Mac Iver, Douglas·1993·American Psychologist

DOI 10.1037/0003-066x.48.2.90

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1037/0003-066x.48.2.90

Cites

0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The publisher hasn’t deposited this paper’s reference list.

Sorted by citations

Items 1,401–1,500 of 2,626

Group creativity in children and adolescents
Oztop, P., & Gummerum, M. (2020) · Cognitive Development · doi:10.1016/j.cogdev.2020.100923 · Cited by 13
Prosocial behavior and school engagement during adolescence: The mediating role of self-regulation
Brass, N. R., Memmott‐Elison, M. K., Brockmeier, L., Hung, C., & Bergin, C. C. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101477 · Cited by 16
Middle school students’ motivational dispositions and interest in STEM careers
Özülkü, E., & Kloser, M. J. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2234778 · Cited by 15
“Importantly, as suggested by both S-EVT and Stage-Environment Fit Theory (Eccles & Midgley, 1989), the strength of the relationships between these variables and the outcome may change according to the developmental stage in which the person resides (Eccles et al., 1993; Eccles & Wig ﬁ eld, 2020).”
Method
The influence of personalized learning on the development of learning enjoyment
Mötteli, C., Grob, U., Pauli, C., Reusser, K., & Стеблер, Р. (2023) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2023.100271 · Cited by 21
Mapping the Methodological Quality of International Primary-Secondary Transitions Research Literature: A Systematic Methodological Review
Hannah, E. F. S., Barlow, W., Bagnall, C. L., & Jindal‐Snape, D. (2023) · International Journal of Educational and Life Transitions · doi:10.5334/ijelt.74 · Cited by 13
Putting Children Front and Center: Building Coordinated Social Policy for America's Children
Zaff, J. F., & Smerdon, B. A. (2009) · Applied Developmental Science · doi:10.1080/10888690903041469 · Cited by 13
“The internal development of the child described in the previous section and contextual factors evolve in concert within a given time period and across time periods (Bronfenbrenner & Ceci, 1994; Gottlieb, 1991; Rutter, 1997; Lerner, 2004) and the contexts’ content should reflect the developmentally appropriate needs of…”
Background
“Family Is Who They Say They Are” a : Examining the Effects of Cancer on the Romantic Partners of Adolescents and Young Adults
Moules, N. J., Laing, C. M., Estefan, A., Schulte, F., & Guilcher, G. M. T. (2018) · Journal of Family Nursing · doi:10.1177/1074840718786985 · Cited by 12
Why are you so optimistic? Effects of sociodemographic factors, individual experiences, and peer characteristics on optimism in early adolescents
Tetzner, J., & Becker, M. (2018) · Journal of Personality · doi:10.1111/jopy.12424 · Cited by 14
Metacognitive Monitoring of Text Comprehension: An Investigation on Postdictive Judgments in Typically Developing Children and Children With Reading Comprehension Difficulties
Mirandola, C., Ciriello, A., Gigli, M., & Cornoldi, C. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02253 · Cited by 17
Supporting and thwarting interpersonal dynamics and student achievement: a multi-level examination of PISA 2015
Burns, E. C., Martin, A. J., & Collie, R. J. (2020) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2020.1757639 · Cited by 13
Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools
Krauss, S. E., Wong, E. J. Y., Zeldin, S., Kunasegaran, M., Hui, J. N. L., Ma’rof, A. M., Yee, W. M. T., & Ismail, I. A. (2022) · Journal of Adolescent Research · doi:10.1177/07435584221107431 · Cited by 17
“…study comprised five items adapted from the California Healthy Kids Survey (1998) and three items from the Michigan Study of Adolescent Life Transitions (Eccles et al., 1993; e.g., “My teachers make me feel comfortable when I ask them for help” and “My teachers acknowledge and pay attention to me).”
On shaky grounds: Peer victimization predicts friendship instability across the ninth grade school year
Ehrhardt, A. D., Hoffman, A. J., & Schacter, H. L. (2022) · Journal of Adolescence · doi:10.1002/jad.12081 · Cited by 13
Developmental Outcomes of School Attachment Among Students of Mexican Origin
Castro‐Schilo, L., Ferrer, E. E., Hernández, M. M., & Conger, R. D. (2015) · Journal of Research on Adolescence · doi:10.1111/jora.12223 · Cited by 16
Bullying and exclusion from dominant peer group in Polish middle schools.
Wójcik, M., & Kozak, B. (2015) · Polish Psychological Bulletin · doi:10.1515/ppb-2015-0001 · Cited by 16
“…stage of development (the age of 12-15) and stage of education brings huge challenges for adapting behaviours, which has been pointed out in many papers (Eccles, Midgley, Wigfield, Buchanan, Reuman, Flanagan & Mac Iver, 1993; Shell, Gazelle & Faldowski, 2014; Tajfel & Turner, 1979; Turner, 1985).”
TEACHING BEHAVIOR QUESTIONNAIRE: VERIFYING FACTOR STRUCTURE AND INVESTIGATING DEPRESSIVE SYMPTOMS IN CATHOLIC MIDDLE AND HIGH SCHOOLS
Pittard, C. M., Pössel, P., & Smith, R. J. (2015) · Psychology in the Schools · doi:10.1002/pits.21865 · Cited by 13
Students with Special Education Needs in Canada and Their Use off Assistive Technology during the Transition to Secondary School
Specht, J., Howell, G., & Young, G. D. (2007) · Childhood Education · doi:10.1080/00094056.2007.10522956 · Cited by 13
Success on Their Own Terms: Youths' Perspectives on Successful Foster Care
Miller, J. “., & Collins‐Camargo, C. (2015) · Journal of Public Child Welfare · doi:10.1080/15548732.2015.1089813 · Cited by 13
“Many young people experiencing challenges do so as a result of the “mismatch between the needs of developing adolescents and the opportunities afforded them by their social environments” (Eccles et al., 1993, p. 90).”
Background
Do they intend to stay? An empirical study of commercial apprentices’ motivation, satisfaction and intention to remain within the learned occupation
Forster-Heinzer, S., Holtsch, D., Rohr-Mentele, S., et al. (2016) · Empirical research in vocational education and training · doi:10.1186/s40461-016-0041-0 · Cited by 13
Physical Activity Perceptions in Adolescents: A Qualitative Study Involving Photo Elicitation and Discussion Groups
Fernández-Prieto, I., Vélez, O. C., & Giné‐Garriga, M. (2017) · Journal of Adolescent Research · doi:10.1177/0743558417712612 · Cited by 15
Transitions of Developmental Trajectories of Depressive Symptoms Between Junior and Senior High School Among Youths in Taiwan: Linkages to Symptoms in Young Adulthood
Wang, Y.-C. L., Chan, H., & Chen, P. (2018) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-018-0408-8 · Cited by 14
“Research generally indicates a relationship between parental behavior and children’s well-being (Eccles et al. 1993).”
Background
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
Parr, A. K., Amemiya, J. L., & Wang, M. (2019) · Educational Psychology · doi:10.1080/01443410.2018.1560395 · Cited by 15
Mixed Feelings about Choice: Exploring Variation in Middle School Student Experiences with Making Choices in a Personalized Learning Project
DeMink-Carthew, J., & Netcoh, S. (2019) · RMLE Online · doi:10.1080/19404476.2019.1693480 · Cited by 20
Teaching and Learning by Questioning
Kuhn, D., Modrek, A., & Sandoval, W. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108553803.012 · Cited by 13
Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong
Yuen, M.-T., Chung, Y., Lee, Q., Lau, P. S. Y., Chan, R. M. C., Gysbers, N., & Shea, P. (2020) · International journal for educational and vocational guidance · doi:10.1007/s10775-020-09423-6
Early Adolescents’ Psychosocial Adjustment and Weight Status Change: The Moderating Roles of Gender, Ethnicity, and Acculturation
Chang, Y., & Halgunseth, L. C. (2014) · Journal of Youth and Adolescence · doi:10.1007/s10964-014-0162-3 · Cited by 13
“This study focused on the period of early adolescence because past research has found that maladaptive behaviors such as depression, aggression, and overeating often emerge during this developmental period (Bradley et al. 2008; Eccles et al. 1993; McLaughlin et al. 2007); this may be due, in part, to the physical and…”
Background
Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults
Hotulainen, R., Lappalainen, K., Ruoho, K., et al. (2010) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2010.501205 · Cited by 13
“These include: person–placement fit (e.g., “My educational/occupational place really suits me”; six items) (Eccles et al., 1993); and global self-worth (e.g., “I like me as a person”; three items) (Harter, 1999).”
Background
The Child Development Project: Building Character by Building Community
Watson, M. S. (1999) · Action in Teacher Education · doi:10.1080/01626620.1999.10462935 · Cited by 13
Keeping adolescents safe from harm: management strategies of African-American families in a high-risk community
Gutman, L. M., Friedel, J. N., & Hitt, R. (2003) · Journal of School Psychology · doi:10.1016/s0022-4405(03)00043-8 · Cited by 13
A Write Way: Fostering Resiliency During Transitions
Lewis, R. E. (1999) · The Journal of Humanistic Counseling Education and Development · doi:10.1002/j.2164-490x.1999.tb00149.x · Cited by 13
The motivational role of teachers: A systematic review of key factors influencing students' academic motivation
asadpour, M., Bakhshi, M. H., Mirzapour, P., & Shahabi, M. (2025) · European Journal of Psychology of Education · doi:10.1007/s10212-025-01039-0 · Cited by 40
“…personal experiences and identities into the school environment has been identified as a major factor contributing to decreased motivation (Eccles et al., 1993), and several studies underscore the influential role of teachers as a central part of that environment (Thoonen et al., 2011;…”
The Relation between Multiple Living Environment Profiles and Adolescent Self-Identity: a Person-Centered Approach
Xie, X., Yan, Y., Wang, G., Han, X., & Gai, X. (2018) · Child Indicators Research · doi:10.1007/s12187-018-9571-2 · Cited by 13
“by the group socialization theory (Harris 1995) which indicates the vital impacts of peers/friends on adolescents’ socialization, and the stage-environment fit theory (Eccles et al. 1993) which illustrates the appropriate school environment enhances adolescents’ self-development.”
Background
The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition
Schmidt, A., Dirk, J., & Schmiedek, F. (2020) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000220 · Cited by 17
Motivation in context: A multilevel examination of growth orientation across one year
Bostwick, K. C. P., Martin, A. J., Collie, R. J., et al. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101435 · Cited by 12
Fertile Ground for Sociocultural Responsivity: Schools and Neighborhoods as Promotive and Inhibiting Environments
Witherspoon, D. P., White, R. M. B., Nair, R. L., Maereg, T. M., & Wei, W. (2023) · Springer eBooks · doi:10.1007/978-3-031-23163-6_8 · Cited by 13
Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention
Held, T., & Hascher, T. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101240 · Cited by 13
What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support
Peng, A., Patterson, M. M., & Joo, S. (2023) · Journal of Youth and Adolescence · doi:10.1007/s10964-023-01908-1 · Cited by 14
“One possible explanation for this disconnection is the potential mismatch between adolescents ’ developmental needs and the opportunities provided by their social environments (e.g., home and school; Alley, 2019; Eccles et al., 1993).”
Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects
Burić, I., Huić, A., & Sorić, I. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101289 · Cited by 21
Parenting Styles in Emerging Adulthood
Jensen, M. R., Navarro, J. L., Chase, G. E., Wyman, K., & Lippold, M. A. (2024) · Youth · doi:10.3390/youth4020035 · Cited by 22
“…or indulgent parenting is largely unrelated to internalizing problems [21,70], it suggests, consistency with a stage-environment fit perspective [71], in which indulgent parenting may be ideally suited to developmental milestones of autonomy, relatedness, and competency in the transition to…”
Background
Sozio-emotionale Schulerfahrungen von Schüler:innen – Theoretische Grundlagen, methodische Herausforderungen und empirische Befunde
Schlesier, J., & Raufelder, D. (2024) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-024-01238-3 · Cited by 19
“…die LSB in der Grundschule insbesondere durch Nähe gekennzeichnet ist (Hargreaves 2000), beginnen Schüler:innen mit dem Eintritt in die Sekundarschule ihre Lehrer:innen als distanzierter und weniger freundlich, unterstützend, warm und fürsorglich wahrzunehmen (Eccles et al. 1993; Harter 1996).”
How parental phubbing decreases adolescent core self-evaluation through basic psychological need satisfaction: Evidence from longitudinal mediation analysis and longitudinal network analysis
Shen, X., & Xie, X. (2024) · Journal of Social and Personal Relationships · doi:10.1177/02654075241262536 · Cited by 15
“Adolescence is an important period of self-development (Eccles et al., 1993).”
Beyond School Climate: Conceptualizing the School as a Protective Factor Approach*
Mann, M. J., Kristjánsson, Á. L., Smith, M. L., Lilly, C. L., Thrisdottir, I. E., & Havlicak, A. (2024) · Journal of School Health · doi:10.1111/josh.13490 · Cited by 13
What Happens to Physical Activity Behavior, Motivation, Self-Concept, and Flow After Completing School? A Longitudinal Study
Martin, A. J., Liem, G. A. D., Coffey, L., Martinez, C., Parker, P. D., Marsh, H. W., & Jackson, S. A. (2010) · Journal of Applied Sport Psychology · doi:10.1080/10413200.2010.495699 · Cited by 12
When School Fits Me: How Fit Between Self-Beliefs and Task Benefits Boosts Math Motivation and Performance
Rodríguez, S., Romero‐Canyas, R., Downey, G., Mangels, J. A., & Higgins, E. T. (2013) · Basic and Applied Social Psychology · doi:10.1080/01973533.2013.823613 · Cited by 15
“The absence of such a sense of fit in academic settings could place individuals at risk for low motivation and poor academic performance (Eccles et al., 1993).”
Background
Le décrochage scolaire comme processus de stress : des profils hétérogènes sous forme d’ennui et de surmenage
Núñez‐Regueiro, F. (2017) · L’Orientation scolaire et professionnelle · doi:10.4000/osp.5353 · Cited by 13
DYNAMICS OF ENGAGEMENT AND DISAFFECTION IN A SOCIAL STUDIES CLASSROOM CONTEXT
Barber, A. T., Buehl, M. M., & Beck, J. S. (2017) · Psychology in the Schools · doi:10.1002/pits.22027 · Cited by 15
New Challenge, New Motivation? Goal Orientation Development in Graduates of Higher Track Schools and Their Peers in Vocational Training
Becker, S., Pfost, M., & Artelt, C. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01371 · Cited by 12
Parental behavioural control and knowledge in early adolescence. A person-oriented approach
Bačíková-Slešková, M., Benka, J., & Orosová, O. (2019) · Current Psychology · doi:10.1007/s12144-019-00214-z · Cited by 16
Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective
Sevil-Gülen, Ö., & Demir, A. (2020) · Youth & Society · doi:10.1177/0044118x20959535 · Cited by 13
School Choice, Youth Voice: How Diverse Student Policy Actors Experience High School Choice Policy
Phillippo, K. L., Griffin, B., Dotto, B. J. D., Castro, D., & Nagi, E. (2019) · Educational Policy · doi:10.1177/0895904819843589 · Cited by 14
Teacher‐Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools
Debnam, K. J., Milam, A. J., Bottiani, J. H., & Bradshaw, C. P. (2021) · Journal of School Health · doi:10.1111/josh.13062 · Cited by 12
School Engagement in Times of Confinement: A Stress Process Approach
Núñez‐Regueiro, F., Jamain, L., Laurent-Chevalier, M., & Nakhili, N. (2022) · Journal of Youth and Adolescence · doi:10.1007/s10964-022-01621-5 · Cited by 16
“Stressors arising from school transitions (e.g., changing teachers; Eccles et al., 1993) or proximal life events (e.g., experiencing challenges in the personal or family life; Dupéré et al., 2015) have thus been shown to negatively impact adolescent’ motivation and engagement at school, especially…”
Background
A comparison of students’ interest in STEM across science standard types
May, B. K., Wendt, J. L., & Barthlow, M. J. (2022) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2022.100287 · Cited by 13
Analyzing the Risk of Being a Victim of School Bullying. The Relevance of Students’ Self-Perceptions
Segovia-González, M. M., Ramírez‐Hurtado, J. M., & Contreras, I. (2023) · Child Indicators Research · doi:10.1007/s12187-023-10045-x · Cited by 22
The Promise and Peril of Coming of Age in the 21st Century
Lapsley, D. K. (2014) · Journal of Character Education · doi:10.1108/jced-12-2014-0003 · Cited by 12
School Transitions: Jeopardy or Wheel of Fortune?
Anfara, V. A., & Schmid, J. B. (2007) · Middle School Journal · doi:10.1080/00940771.2007.11461616 · Cited by 14
The development of perceived control
Infurna, F. J., & Infurna, C. J. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-804674-6.00015-6 · Cited by 15
From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8
Sorensen, L. C., Cook, P. J., & Dodge, K. A. (2017) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373717708335 · Cited by 11
“Eccles et al. (1993) apply the theory of stage-environment fit to understanding the transition to middle school from elementary school.”
Schultransitionen – Ein Arbeitsmodell
Neuenschwander, M. P. (2017) · Springer eBooks · doi:10.1007/978-3-658-16981-7_1 · Cited by 12
“Angewendet auf die Schule heisst das, dass sich Schülerinnen und Schüler optimal entwickeln, wenn die Bildungsangebote auf ihre entwicklungsspezifischen Bedürfnisse, ihre Interessen und ihr Vorwissen abgestimmt sind (Eccles et al., 1993).”
Background
Cross-Level Group Measurement Invariance When Groups Are at Different Levels of Multilevel Data
Kim, E., Wang, Y. Q., & Kiefer, S. M. (2017) · Educational and Psychological Measurement · doi:10.1177/0013164417739062 · Cited by 12
Understanding Optimal School Experience: Contributions from Montessori Education
Rathunde, K. (2014) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811411601317 · Cited by 14
Racial and Ethnic Differences in the Relationship Between School Climate and Disorder
Bryson, S. L., & Childs, K. K. (2018) · School Psychology Review · doi:10.17105/spr-2018-0016.v47-3 · Cited by 12
“These theories hypothesize that the ways in which individuals perceive their fit within their environment will affect how they behave within that environment (Eccles et al., 1993; Wang & Degol, 2016).”
Background
School experiences in relation to emotional and conduct problems in adolescence: a 3-year follow up study
García‐Moya, I., Johansson, K., Ragnarsson, S., Bergström, E., & Petersen, S. (2018) · European Journal of Public Health · doi:10.1093/eurpub/cky244 · Cited by 12
Exploring Purpose as a Resource for Promoting Youth Program Engagement
Burrow, A. L., Agans, J. P., & Rainone, N. A. (2018) · Journal of Youth Development · doi:10.5195/jyd.2018.601 · Cited by 12
“The results of our exploratory study suggest that these programs, which often serve youth of a wide variety of ages at the same time, may not provide environmental affordances that match the developmental needs of older youth (Eccles et al., 1993).”
Influential
Longitudinal Association Between Risk Profiles, School Dropout Risk, and Substance Abuse in Adolescence
Goulet, M., Clément, M., Hélie, S., & Villatte, A. (2020) · Child & Youth Care Forum · doi:10.1007/s10566-020-09550-9 · Cited by 15
Role of the Flow In Physical Education Class Between School Life Stress and Aggressiveness Among Adolescents
Han, G.-S., & Park, J.-A. (2020) · Sustainability · doi:10.3390/su12104241 · Cited by 12
“In addition, adolescents need to deal with a higher level of academic content and higher expectations for academic achievement as they progress in school [27].”
Background
Stage-Environment Fit and Middle Level Virtual Learners: A Phenomenological Case Study
Eisenbach, B. B., & Greathouse, P. (2020) · RMLE Online · doi:10.1080/19404476.2020.1777808 · Cited by 12
“Stage-Environment Fit Theory In the late 1980s and early 1990s, Eccles and colleagues began to study stage-environment fit in middle level educational contexts and concluded that when the learning environment does not meet the developmental needs of the learner there is an increase in classroom management challenges;…”
BackgroundMethodInfluential
Sex Differences in Early Life
Wong, W. I., & VanderLaan, D. P. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.009 · Cited by 12
Secondary Students’ Self-Perceptions of School Climate and Subjective Well-Being: Invitational Education Meets Positive Psychology
Smith, K. (2021) · Journal of Invitational Theory and Practice · doi:10.26522/jitp.v24i.3488 · Cited by 14
“For adolescents especially, most of their time is spent at school where their relationships outside the family are a source of increasing reliance and support (Eccles et al., 1993; Erikson, 1963; Gerard & Booth, 2015; Newman & Newman, 2015; Shochet, Dadds, Ham, & Montague, 2006).”
Background
Positive Impacts of a Sport Intervention on Male Students of Color and School Climate
Mala, J., Corral, M. D., McGarry, J. E., Macauley, C. D. T., Arinze, N. A., & Ebron, K. (2020) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2020.1789039 · Cited by 18
“Positive school climates are characterized by supportive student/teacher relationships, socioemotional support, school community, physical and psychological safety, meaningful participation, and shared learning goals (Eccles et al., 1993; De Pedro et al., 2016).”
Background
Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships
Whitehead, J., Schonert-Reichl, K. A., Oberle, E., & Boyd, L. A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.695298 · Cited by 16
Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler
Schreier, B. M., Dicke, A., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B., & Trautwein, U. (2014) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-014-0537-y · Cited by 12
“…vermuten, dass nicht nur Aspekte der inhaltlichen Ausrichtung des Mathematikunterrichts, sondern auch sozial-normative Aspekte wie die wahrgenommene Wertschätzung der Mathematik im Klassenverband die Wertüberzeugungen von Schülerinnen und Schülern beeinflussen können (vgl. auch Eccles et al. 1993).”
Background
Measuring the impact of COVID-19 on distance learning for educational sustainability
Sohil, F., & Sohail, M. U. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2034248 · Cited by 12
“…Berge, 2008; Bernard et al., 2009; Chen & Jang, 2010; Connell & Ryan, 1985; Deci & Ryan, 2011; Dereshiwsky, 2013; Duncan-Howell, 2010; Duque, 2014; Eccles et al., 1993; Fujita-Starck & Thompson, 1994; Garnjost & Lawter, 2019; Garrison et al., 2000; Gillett-Swan, 2017; Guay et al., 2008; Gurley,…”
Background
Patterns of Single Mothers' Work and Welfare Use
Gardner‐Neblett, N. (2007) · Journal of Family Issues · doi:10.1177/0192513x07301753 · Cited by 12
“Unlike children, adolescents strive for autonomy from their parents while negotiating relationships with their peers, developing their identities, and preparing for adulthood (e.g., Eccles et al., 1993; Nurmi, 1991; Steinberg & Morris, 2001).”
Background
Connecting Student Engagement to the Academic and Social Needs of Gifted and Talented Students
McCormick, K. M., & Plucker, J. A. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-149-8_9 · Cited by 12
Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument
Neugebauer, S. R. (2016) · Assessment for Effective Intervention · doi:10.1177/1534508416666067 · Cited by 12
“This project focuses on middle school because this period comprises a transition in the organization of schools, for example, shift to multiple classrooms (Eccles et al., 1993), rendering it a particularly strategic phase for studying content-area-specific reading motivations.”
Background
One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school
Fryer, L. K., & Oga-Baldwin, W. L. Q. (2017) · Frontline Learning Research · doi:10.14786/flr.v5i4.301 · Cited by 12
Links Between Girls' Puberty and Externalizing and Internalizing Behaviors: Moving from Demonstrating Effects to Identifying Pathways
Graber, J. A., Jeanne Brooks-gunn, B., & Archibald, A. B. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511499883.006 · Cited by 13
Trajectory Analysis of the Transition to Junior High School
Hirsch, B. J., DuBois, D. L., & Brownell, A. B. (1994) · Journal of Prevention & Intervention in the Community · doi:10.1300/j293v10n02_06 · Cited by 12
Schooling: Impact on Cognitive and Motivational Development
Trautwein, U., Dumont, H., & Dicke, A. (2015) · Elsevier eBooks · doi:10.1016/b978-0-08-097086-8.26056-x · Cited by 12
Longitudinal effects of school connectedness on adolescents’ academic engagement: Mediating role of basic psychological needs satisfaction and the examination of gender differences in the mediation model
Xia, Y., Ren, M., Luo, X., Wu, M., Jiang, N., Han, X., & Zhao, R. (2025) · Children and Youth Services Review · doi:10.1016/j.childyouth.2025.108245 · Cited by 11
A Review of School Connectedness: Definitions, Antecedents, and Psychological Outcomes
Peng, A., & Patterson, M. M. (2025) · Journal of School Health · doi:10.1111/josh.70037 · Cited by 21
Trajectories of implicit theories of intelligence and emotional intelligence in secondary school
Costa, A., & Faria, L. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09695-6 · Cited by 15
“Eccles et al. (1993) suggested that students could develop an increasing entity perspective through elementary and extending into secondary school because the elementary periods are based on the learning process instead of performance, while at secondary school, as the final stretch of mandatory…”
BackgroundInfluential
Students’ engagement in learning by indigenous knowledge-chemistry lesson
Anor, C. E., Lundell, J., Hanson, R., & Oppong, E. (2022) · LUMAT: International Journal on Math, Science and Technology Education · doi:10.31129/lumat.10.1.1715 · Cited by 11
Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China
Yu, Y., Ng, J. H.-Y., Wu, A. M. S., Chen, J. H., Wang, D. B., Zhang, G., Du, M., Du, D., Du, M., & Lau, J. T. F. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192416535 · Cited by 12
Perceived quality of parental homework assistance and students' academic functioning in secondary school – Does grade level play a role?
Benckwitz, L., Kohl, K., Suárez, N., Núñez, J. C., & Guill, K. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102422 · Cited by 13
Family Risk Profiles and Mental Health Among Chinese Adolescents: A Latent Class Analysis
Chen, Y., Zheng, W., He, M., Guo, Y., Zhang, M., Feng, R., Ding, D., & Gao, R. (2024) · Applied Research in Quality of Life · doi:10.1007/s11482-024-10371-4 · Cited by 14
“For example, the stressors experienced by adolescent boys and girls may evolve differently as they progress through school, with the relative importance of peer relationships, academic pressures, and family dynamics shifting over time (Eccles et al., 1993; Yoon et al., 2023).”
Psychosocial Development and Student Engagement in School: A Study with Girls and Boys in Early and Late Adolescence
Carvalho, N., Veiga, F. H., Martínez, I., & Veiga, C. M. (2025) · Trends in Psychology · doi:10.1007/s43076-025-00440-4 · Cited by 27
Typology and psychological effects of adolescents' interpersonal relationships in Taiwan
Jou, Y. (2009) · Asian Journal Of Social Psychology · doi:10.1111/j.1467-839x.2009.01279.x · Cited by 11
Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond
Silverman, A. M., & Cohen, G. L. (2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320140000018005 · Cited by 11
Geographies of adolescent distress: A need for a community-based psychosocial care system in Nepal
Upadhaya, N., Tize, C., Adhikari, R., Gurung, D., Pokhrel, R., Maharjan, S. M., & Reis, R. (2018) · Intervention · doi:10.4103/intv.intv_21_18 · Cited by 11
“Distress, which implies a notion of suffering (Woodgate & McClement, 1998), may arise as a result of a mismatch between a person’s needs and the opportunities available in the environment (Eccles et al., 1993).”
Background
A three‐wave longitudinal assessment of socioemotional development in a year‐long school‐based ‘gap year’
Clerkin, A. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12267 · Cited by 11
ADHD symptoms across adolescence: the role of the family and school climate and the DRD4 and 5-HTTLPR genotype
Brinksma, D. M., Dietrich, A., de Bildt, A. A., Buitelaar, J. K., van den Hoofdakker, B. J., Hoekstra, P. J., & Hartman, C. A. (2019) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-019-01424-3 · Cited by 13
Remapping the Latina/o and Chicana/o Pipeline: A Critical Race Analysis of Educational Inequity in Texas
Alemán, S. M., Bahena, S., & Alemán, E. (2019) · Journal of Hispanic Higher Education · doi:10.1177/1538192719892878 · Cited by 11
“Changes in school structure, class sizes, perceived teacher support, and academic expectations of students contribute to the already stressful developmental phase teenagers experience generally (Barber & Olsen, 2004; Eccles et al., 1993).”
Background
Student–Teacher Relationship: Its Measurement and Effect on Students’ Trait, Performance, and Wellbeing in Private College
Bai, L., Li, Z. Y., Wu, W. X., Liu, L. Y., Chen, S. P., Zhang, J., & Zhu, J. N. Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.793483 · Cited by 11
Development of scholastic well-being in the course of the 5th grade in secondary education
Obermeier, R., & Gläser‐Zikuda, M. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101978 · Cited by 11
Ecological theories
Newman, B. M., & Newman, P. R. (2020) · Elsevier eBooks · doi:10.1016/b978-0-12-815450-2.00011-5 · Cited by 11
Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective
Morinaj, J., & Hascher, T. (2022) · Transdisciplinary perspectives in educational research · doi:10.1007/978-3-030-95205-1_5 · Cited by 15
The Pathway from Perceived Peer Support to Achievement via School Motivation in Girls and Boys: A Moderated-Mediation Analysis
Kaynak, Ü., Kaynak, S., & Koçak, S. S. (2023) · RMLE Online · doi:10.1080/19404476.2023.2171655 · Cited by 17
Effects of an MTSS-B Intervention on Student and Staff Perceptions of School Climate: Findings From Two Group Randomized Trials
Johnson, S. L., Pas, E. T., Debnam, K. J., Kaihoi, C. A., & Bradshaw, C. P. (2023) · School Psychology Review · doi:10.1080/2372966x.2022.2142954 · Cited by 13
A qualitative dyadic approach to explore the experiences and perceived impact of COVID-19 restrictions among adolescents and their parents
Saini, P., Hunt, A. M., Kirkby, J., Chopra, J., & Ashworth, E. (2023) · Health Psychology and Behavioral Medicine · doi:10.1080/21642850.2023.2173601 · Cited by 12

Authors: Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D.
ORCID: Eccles, Jacquelynne S.
Wigfield, Allan
Buchanan, Christy Miller
Flanagan, Constance
Venue: American Psychologist
Publisher: American Psychological Association (APA)
Published: 1993
Volume: 48
Issue: 2
Pages: 90-101
ISSN: 0003-066X (ISSN-L)
1935-990X
DOI: 10.1037/0003-066x.48.2.90
OpenAlex: W4236072382
Semantic Scholar: 3612f0bbfd501b6eaa52a41b72af2b4f02e71052
Cited by: 2,616
References: 0
Citations by year: 2026: 101 · 2025: 100 · 2024: 99 · 2023: 205 · 2022: 134 · 2021: 124 · 2020: 234 · 2019: 143 · 2018: 154 · 2017: 125 · 2016: 113 · 2015: 105 · 2014: 114 · 2013: 89 · 2012: 85
FWCI: 19.56
Type: journal article
Language: en
Open access: closed
Locations: American Psychologist (publishedVersion)
Topics: Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords: adolescent development, early adolescents, school experience, family experiences, developmental stages, school-family relations

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks